H παρουσίαση αυτή συνόδευσε ένα βιωματικό και συνεργαστικό σεμινάριο σχετικά με παιδαγωγικά μοντέλα και τεχνικές, με τίτλο: «Διαφοροποιημένη Διδασκαλία: Μία Ηράκλεια Προσπάθεια» (“Differentiated Instruction: A Herculean Task”). Στo σεμινάριο αυτό, το οποίο διεξήχθει στην αγγλική γλώσσα, στις εγκαταστάσεις του 11ου Νηπιαγωγείου Χανίων, Κρήτης, τον Απρίλιο του 2016, συμμετείχαν εκπαιδευτικοί προερχόμενοι από τη Γαλλία, την Εστονία, την Ελλάδα, την Ισλανδία, την Ιταλία και την Τουρκία, στο πλαίσιο του Προγράμματος Erasmus+/Δράση ΚΑ2 «Συνεργασία για καινοτομία και ανταλλαγή καλών πρακτικών στον τομέα της Σχολικής Εκπαίδευσης» - Στρατηγικές Σύμπραξης αποκλειστικά μεταξύ σχολείων, με γενικό τίτλο «Ζώντας μαζί στο Σχολείο: Κοινωνικές αλληλεπιδράσεις, Μαθησιακές Ικανότητες και Ρυθμοί Παιδιού» (“Live together in the school: Social interactions, Learning skills & Child’s rhythms”).

1. 5th learning and training meeting in Chania- Greece, 1st April 2016
Differentiated
Instruction:
A Herculean Task
Dr. Adamantia Spanaka
Tutor-Counselor, Hellenic Open University

2.  What is Differentiated Instruction (DI)?
 How Vygotsky’s Sociocultural theory impacts on DI?
 How multiple intelligences & learning styles support DI?
 Why DI is ‘not a recipe for teaching’ according to Tomlinson?
 If DI works, why is it not in wider practice?
5 MAIN QUESTIONS TO CONSIDER

3. BUT… First of all, let’s Think

4.  Write down as many of your own ideas as you can
 Share your ideas among your team members
 Present to all of us your team and your team’s final ideas
 Divide into groups

5. Not all students are alike.

6. People learn things.

7. Intelligence is a single, measurable unit.

8. What is Differentiated Instruction (DI)?
Differentiated instruction,
broadly defined as “varying
instruction to meet the individual
needs of all students” (Tomlinson,
1999), typically includes a focus on
individual students’ learning
profiles.

9. Carol Ann Tomlinson (1999) suggested that differentiated instruction is
a pedagogical approach to teaching and learning, which has been
designed to provide various learning opportunities within the same
classroom for students who differ in:
 their readiness levels (what they know, understand, and can do in
relation to the content),
 their interests (curiosity, or passion for a topic), and
 their learning profiles (which may be shaped by their intelligence
preferences, gender, culture, experiences, or learning style).
What is Differentiated Instruction (DI)?

10. What is Differentiated Instruction (DI)?
In other words differentiated instruction is the process of matching:
 learning targets,
 tasks,
 activities,
 resources, and
 learning support
to individual learners’ needs, styles, and rates of learning.

11. What is Differentiated Instruction (DI)?
The intent of differentiated instruction is to maximize each child’s growth
and individual success by meeting each child where he or she is at the
time and assisting them in the learning process.

12. What is Differentiated Instruction (DI)?
Differentiation is based on a set of beliefs that:
 children who are the same age differ in their readiness to learn, their
experiences, and their life circumstances;

13. What is Differentiated Instruction (DI)?
Differentiation is based on a set of beliefs that:
 differences are significant enough to impact what children learn,
the pace at which they learn, and the support they need from
teachers;

14. What is Differentiated Instruction (DI)?
Differentiation is based on a set of beliefs that:
 children learn best when connections can be made between
the curriculum and interests or life experiences;

15. What is Differentiated Instruction (DI)?
Differentiation is based on a set of beliefs that:
 teachers should attempt to maximize each child’s learning.

16. most children accept that in a
classroom
they are not all alike

17. Addressing Differences
The inclusion of:
 children with disabilities,
 children with language backgrounds other than Estonian,
Italian etc.
 children with imposing emotional difficulties, and
 a noteworthy number of gifted children,
reflects the growing diversity of children who have exceptional learning
profiles.

18. Brain Research
Brain research suggests three broad, related concepts that necessitate a
differentiated approach:
 the learning environment should be safe
and non-threatening to encourage
learning. Children who experience
discomfort through rejection, failure and
pressure may not feel safe within the
learning context.

19. Brain Research
Brain research suggests three broad, related concepts that necessitate a
differentiated approach:
 children must be appropriately challenged, the learner should be
comfortable enough to accept the challenge that
new learning offers, the content being nether too
difficult nor too easy.

20. Brain Research
Brain research suggests three broad, related concepts that necessitate a
differentiated approach:
 the child must be able to make meaning
of the ideas and skills through significant
association.

21. How Vygotsky’s Sociocultural theory impacts on DI?
The social constructivist learning theory engendered
by Russian psychologist, Vygotsky (1896-1934),
is based on the premise that the individual learner
must be studied within a particular social
and cultural context.

22. The Zone of Proximal Development
Vygotsky’s notion of the zone of proximal
development (ZPD), a central proposition of this
theory, refers to the distance between what a
learner can do without assistance and what the
learner can do with scaffolding and cooperative
learning support.

23. The Zone of Proximal Development
Hence, the ZPD links what is known to what
is unknown by the learner.

24. The Zone of Proximal Development
If we can understand how children demonstrate
their IQ level, we may be able to meet the
specific learning needs more appropriately and
bridge their learning gaps using ZPD.
One way to accomplish this is to emphasize
differentiated instruction by attending to child
readiness, which promotes academic growth.

25. How multiple intelligences support DI?
Tomlinson (1999) described the diverse learning
needs of students in terms of
the various abilities [which Dr. Gardner (2006)
referred to as intelligences].

26. How multiple intelligences support DI?
Tomlinson (1999) described the diverse learning
needs of students in terms of
the various abilities [which Dr. Gardner (2006)
referred to as intelligences].
It is not about
how smart you
are;
it’s about HOW
you are smart.

27. How multiple intelligences support DI?
Gardner postulated 8 different intelligences,
which he refers to as relatively independent but
interacting cognitive capacities.
Creating opportunities for all students, by enriching
the classroom through multiple techniques and
assessment forms, develops students and brings out
their strengths.

29. One common misconception
Multiple
Intelligences
What are you
good at?
Learning
Styles
How you learn?

30. cce common mcscon

31. learning styles questionnaire
This questionnaire will help you pinpoint your learning
preferences so that you are in a better position to
select learning experiences that suit your style.

32. learning styles questionnaire-
instuctions
It will probably take you 10-15 minutes. The accuracy of the
results depends on how honest you can be.
There are no right or wrong answers.
If you agree more than you disagree with a statement put a tick
by it. If you disagree more than you agree put a cross by it.
Be sure to mark each item with either a tick or cross.

33. Activist
People who:
 learn by doing,
 try anything at once,
 first act and consider the
consequences afterwards.

34. Reflectors
People who:
 learn by observing and
thinking,
 tend to avoid risks,
 spend time listening.

35. Theorist
People who:
 like to understand the
theory behind the actions,
 need models, concepts
and facts in order to learn,
 like to analyse and
synthesise.

36. Pragmatist
People who:
 are practical, down-to-
earth
 like to get on with things
 tend to be impatient with
open-ended discussions.

37. Because life requires a broad range of
competencies, it should be the goal to
improve academic performance using non-
preferred learning styles.
To help children engage in their non-
preferred learning styles, teachers should set
expectations that children are capable of
meeting and encourage them to challenge
themselves.
David A. Kolb (1939-)
Matching activities to learning style

38. Here comes the Assessment
Assessment strategies in DI
should encourage children to
show what they know and
what they can do, rather
than focusing on what they
do not know or cannot do.

39. Here comes the Assessment
The kindergarten teacher’s
greatest assessment tool is a
continual process of
observation and
documentation of learning
because young children show
their understanding by
doing, showing and telling.

40. Here comes the Assessment
In addition to documented
observations, other assessment
tools include anecdotal records,
photographs, videotapes or tape
recordings, checklists, work
samples and portfolios,
conferencing and language arts
student profiles.

41. If DI works, why is it not in wider practice?
The answer is not surprising.
Most general educators feel bad prepared to teach students with
diverse learning needs.
Although teachers express a desire to meet the needs of all of their
students, often:
☹excessive workload responsibilities,
☹demands for substantial content coverage, and
☹negative classroom behavior
make the challenge seem like a herculean task.

42. Putting Theory to Work:
A Differentiation Journey with Heracles

44. NOW, are you totally Overwhelmed
with information:
o differentiation,
o multiple intelligences,
o differences in classrooms,
o learning styles,
o assessment, and
o so on?

45. Why DI is ‘not a recipe for teaching’ according to Tomlinson?
Because… we have one last
question:

46. RELAX
The
Hollywood
Classroom will
give us the
answer…

47. www.youtube.com/watch?v=i6rEy3Lqfio

48. oooooooooooooooo

49. 5th learning and training meeting in Chania- Greece, 1st April 2016
Differentiated Instruction: A Herculean Task
Dr. Adamantia Spanaka, Hellenic Open University
madspa@otenet.gr